In our society it is nearly
impossible to keep up with technology. However, an effective teacher
should be adaptable enough to incorporate any new technology into the
classroom. One such new technology I was exposed to was Prezi. Unlike
linear presentations such Google's presentation or Microsoft popular
Powerpoint, Prezi is more of dynamic and free thought presenter. The
zooming feature of Prezi allows for the entire presentation to be on a
single canvas.

CA- CCTC: TPE's (Teaching Performance
Expectations)

Standard : A.
Making Subject Matter Comprehensible to Students

TPE : TPE
1: Specific Pedagogical Skills for Subject Matter Instruction
TPE 1 is divided into two categories intended to
take into account the differentiated teaching
assignments of multiple subject and single
subject teachers. Multiple subject credential holders
work in self-contained classrooms and are
responsible for instruction in several subject areas;
single subject teachers work in departmentalized
settings and have more specialized assignments.
These categories are Subject-Specific Pedagogical
Skills for Multiple Subject Teaching
Assignments (1-A), and Subject-Specific
Pedagogical Skills for Single Subject Teaching
Assignments (1-B).

Standard Area : Teaching
Reading-Language Arts in a Multiple Subject Assignment
Candidates for a Multiple
Subject Teaching Credential demonstrate the ability to teach the
state-adopted
academic content standards
for students in English-Language Arts (K-8). They understand how to
deliver
a comprehensive program of
systematic instruction in word analysis, fluency, and systematic
vocabulary
development; reading
comprehension; literary response and analysis; writing strategies and
applications; written
and oral English Language
conventions; and listening and speaking strategies and applications.
They know how
to strategically plan and
schedule instruction to ensure that students meet or exceed the
standards. Candidates
create a classroom
environment where students learn to read and write, comprehend and
compose, appreciate
and analyze, and perform and
enjoy the language arts. They understand how to make language (e.g.,
vocabulary,
forms, uses) comprehensible
to students and the need for students to master foundational skills as
a gateway to
using all forms of language
as tools for thinking, learning, and communicating. They understand how
to use
instructional materials that
include a range of textual, functional and recreational texts and how
to teach high quality
literature and expository
text. They understand that the advanced skills of comprehending
narrative and informational
texts and literary response
and analysis, and the creation of eloquent prose, all depend on a
foundation of solid
vocabulary, decoding, and
word-recognition skills.

Candidates teach students
how to use visual structures such as graphic organizers or outlines to
comprehend or
produce text, how to
comprehend or produce narrative, expository, persuasive and descriptive
texts, how to comprehend
or produce the complexity of
writing forms, purposes, and organizational patterns, and how to have a
command of written
and oral English-language
conventions. They know how to determine the skill level of students
through the use of
meaningful indicators of
reading and language arts proficiency prior to instruction, how to
determine whether students are
making adequate progress on
skills and concepts taught directly, and how to determine the
effectiveness of instruction and
students’ proficiency after
instruction.